Dissolving the stigma of disability through drama therapy: A case study of an integrated classroom approach to addressing stigmatization by pre-professional health care students

Bailey, Sally

doi:10.1386/dtr.2.1.65_1

Cited by 5 publications

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“…Research participants communicated common experiences of social ostracism within peer group/s and the wider community. Research within the creative arts therapies acknowledges that people diagnosed with intellectual/developmental disabilities are commonly stigmatized and socially ostracized (Bailey, 2016;Snow et al, 2017). Participants enacted and reflected upon their tendency to "copy others, " acknowledging how such actions were underpinned by a human need to experience belonging (Baumeister and Leary, 1995).…”

Section: Introductionmentioning

confidence: 99%

“We Copy to Join in, to Not Be Lonely”: Adolescents in Special Education Reflect on Using Dramatic Imitation in Group Dramatherapy to Enhance Relational Connection and Belonging

Musicka-Williams

2020

Front. Psychol.

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This paper focuses on doctoral research which explored relationships and interpersonal learning through group dramatherapy and creative interviewing with adolescents in special education. A constructivist grounded theory study, positioning adolescents with intellectual/developmental disabilities as experts of their own relational experiences, revealed a tendency to “copy others.” The final grounded theory presented “copying” as a tool which participants consciously employed “to play with,” “learn from,” and “join in with” others. Commonly experiencing social ostracism, participants reflected awareness of their tendency to “copy others” being underpinned by a need to belong. Belonging was therefore expressed as the ultimate therapeutic experience participants wished to have. Participant responses which link dramatic imitation to a self-identified tendency “to copy,” are discussed with regard to how imitation provides an accessible point of dramatic entry from which adolescents in special education begin to explore new ways of being and inter-relating. Recommendations for how dramatherapists might centralize imitative aspects of the dramatic process to achieve therapeutic intent when working alongside adolescents in special education are discussed with specific focus on creating a space of belonging.Note on type: Participant quotes extracted from the data are included throughout this article. In order to highlight participant’s contributions quotes are italicized and presented within speech marks.

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Section: Introductionmentioning

confidence: 99%

“We Copy to Join in, to Not Be Lonely”: Adolescents in Special Education Reflect on Using Dramatic Imitation in Group Dramatherapy to Enhance Relational Connection and Belonging

Musicka-Williams

2020

Front. Psychol.

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Investigating dramatherapists' experiences of adult clients' stigma in relation to their mental health difficulties

Melvin

2021

The Arts in Psychotherapy

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Using Creative Arts Therapy to Promote Academic Success in the Postsecondary Setting: A Secondary Narrative Review of Preliminary Findings from 2009 to 2019

Frydman,

Kaur,

Caputo

et al. 2024

Journal of Experiential Education

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Background: The application of creative arts therapies (CATs) in schools has become an area of interest among educational researchers. Much of the literature has concentrated on the K-12 setting, with a minor focus on how CATs have been utilized to achieve academic success. Inquiries examining how CATs in the postsecondary setting have targeted academic success have yet to be aggregated and reviewed for their specific contributions. Purpose: This secondary narrative review of CAT-based educational interventions analyzes preliminary literature gathered from a larger systematic review on the application of CATs in K-12 schools. In the present review, CATs are considered for their unique contributions to postsecondary academic success through experiential learning. Methodology: The identification procedure is situated in the context of the initial systematic review and outlined according to carryover elements useful for the present analysis. Findings/Conclusions: All CATs were represented, a majority featured undergraduates, qualitative data, and experiential interventions; all studies demonstrated academic utility via an empirical lens. Implications: Based on this initial analysis, CATs may be uniquely suited to promote academic success by developing affective awareness and leveraging group processes for institutional integration. Limitations and considerations to promote academic success via CATs in postsecondary education are offered.

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Dissolving the stigma of disability through drama therapy: A case study of an integrated classroom approach to addressing stigmatization by pre-professional health care students

Cited by 5 publications

References 0 publications

“We Copy to Join in, to Not Be Lonely”: Adolescents in Special Education Reflect on Using Dramatic Imitation in Group Dramatherapy to Enhance Relational Connection and Belonging

“We Copy to Join in, to Not Be Lonely”: Adolescents in Special Education Reflect on Using Dramatic Imitation in Group Dramatherapy to Enhance Relational Connection and Belonging

Investigating dramatherapists' experiences of adult clients' stigma in relation to their mental health difficulties

Using Creative Arts Therapy to Promote Academic Success in the Postsecondary Setting: A Secondary Narrative Review of Preliminary Findings from 2009 to 2019

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